June 26, 2011
June 26, 2011
June 29, 2011
Liberal Education/Engineering & Society
22.1193.1 - 22.1193.16
Project-Directed Writing Assistance in Construction Management ProgramEmployers and teachers have long been concerned about students majoring in various disciplineswhose poor written English prevents them from reaching their full potential in university and intheir professional lives. In engineering and construction management programs in particular, theworkplace success of new graduates is ultimately affected by their oral and written communication skills. However, these students’ academic preparation for industry’s needs in terms of writtencommunication has been widely acknowledged as inadequate. For instance, the consistently lowresults on the communication skills section of the required American Institute of Constructorsexam taken by the students majoring in Construction Management show the urgent need fordiscipline-specific writing instruction. It is, therefore, imperative that such students be offeredhelp with discipline-specific written discourse. Yet the number of writing intensive classes forsuch students and the number of professionals who specialize in developing writing programsand services for these students are rather small.This empirical study fills this gap by investigating how project-directed supplemental writingassistance affects writing quality in a junior-level construction management class. By using bothquantitative and qualitative methods of data collection and analysis, the researchers examined thestudents’ progress in writing two drafts of a proposal and assessed students’ performance on thefollowing commonly problematic areas: Formatting, clarity of data/results presentation, andappropriateness of writing for intended audience. The results of the study suggest thatsupplemental writing assistance has a significant overall positive effect on student writing, and isespecially beneficial in heightening their audience awareness. The results of this study indicatethat more writing opportunities and project-directed instruction in on disciplinary writing shouldbe provided to students to help them become successful in their future careers.
Poltavtchenko, E., & Tingerthal, J. (2011, June), Project-Directed Writing Assistance in Construction Management Program Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18802
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2011 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015